Theory

by Tristan K. Husby

Dustwrapper art courtesy Polity Press; politybooks.com

The phrase “Those who can’t do, teach” is so well ingrained in the English vernacular that there is a range of variations, such as “Those who can’t teach, go into administration” or “Those who can’t teach, teach gym.” Knowledge of this phrase is so widespread that a current sit-com about incompetent teachers is simply titled “Those Who Can’t”. Less well known is that the Irish intellectual, playwright, and wit George Bernard Shaw coined this phrase. His original rendition, “He who can, does. He who can’t, teaches”, was one of the aphorisms in his Maxims for Revolutionists. Another axiom from the same book is “Activity is the only road to knowledge.”

That last sums up a great deal of the history of nonviolence. For to a great degree the history of nonviolence is a history of organizers, activists, and leaders first teaching others why nonviolence is an effective method and then working together with those people for change. The recent anthology, Understanding Nonviolence, edited by Maia Carter Hallward and Julie M. Norman (Malden, MA: Polity, 2015) aims to help aid in the discussion; it is explicitly pedagogical, with discussion questions and suggestions for further reading included in each chapter. Furthermore, jargon is kept to a minimum and the authors use endnotes sparingly. However, labeling this book as pedagogical does not mean that it is contains exercises for training nonviolent actions or flowcharts for planning strategies. Rather, this book is pedagogical in that it aims to help students study nonviolence.

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by Tristan K. Husby

Dustwrapper art courtesy Brazos Press; bakerpublishinggroup.com

A friend of mine who is an organizer and nonviolence trainer has a favorite exercise called “10-10,” which she uses when introducing nonviolence to new activists. She divides the students into groups and tells them to write down, as quickly as possible, 10 wars. Afterwards, they review all of the different wars that people have recalled. While there are a number of wars that are repeated, often each group has come up with some war that other groups have not thought of at all. When I first participated in this exercise, I was excited to contribute the rather obscure Corinthian War. Then she asks the groups to write down 10 nonviolent struggles. This task always takes longer and some groups run out of time before they can complete the task.

The point of the “10-10” exercise is to drive home how our society pays close attention to wars and violent conflicts: We devote countless news articles, books and classes to retelling the history of these violent events. It is not surprising then that for the past 40 years much of the literature on nonviolence has been historical. Scholars and writers have uncovered, recorded and preserved examples of nonviolent struggles from across the world and from many different time periods so that activists can know for themselves and convince others of the efficacy of people power. Other writers, such as the philosopher Todd May and the theologian Ronald Sider, have adopted this idea of historical research being necessary to argue about and promote nonviolence in new books that they have each published.

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